The International Profiler (TIP) WorldWork Case Study

laurenceleveque

Laurence Leveque

Licensed to use TIP but still not sure how to incorporate it into your training or coaching programme?

We have put together a series of case studies to demonstrate how TIP can be used effectively in different situations and with a range of clients.

The first is from Laurence Leveque, Director of Ressources et Talents, a French-based company that provides coaching, training and support for companies or individuals facing changes and Kathleen Dameron, Founder of KD Conseil, which has, over the last 20 years, facilitated, coached and trained individuals, teams and groups to foster high performance practices in multicultural companies. 

If you would like any help or advice on using TIP, please contact WorldWork on +44(0)20 7486 9844 and speak to a member of our team. 

Case Study

About the Programme: An international bank organised a global leadership training programme with high potentials from all over the world, as part of a path to their next position within the company. Most already had intercultural experience – either they had been expats or already worked intensely with other cultures. TIP was used as part of the programme, in order to achieve the training objectives.

Programme Structure

  • Made up of two sessions, one four-day session in Paris and then, six months later, another three-day session
  • Participants completed the TIP questionnaire and had a one-on-one, hour-long feedback discussion over the phone before session two
  • There was a recap of TIP and the competences in session two, then 8-10 participants who scored very highly in certain competences were picked out
  • The rest of the group chose which of these participants to sit with and they discussed how/why he or she performs so highly in this competence
  • Participants were provided with elements of Robert Dilts Neuro-Linguistic Programming model for modeling excellence. This improves the quality and usefulness of the questions they ask those who scored highly

Objectives of Using TIP

  • The participants already had intercultural experience. TIP was good because it focusses on the participants’ personal qualities and skills, not on the new culture they are entering
  • Using knowledge from those who scored highly in certain competences, those who scored lower could put together an action plan of how they might go about cultivating the competences they wished to develop

Outcomes

  • TIP highlighted for participants their way of working
  • Helped participants put their finger on strengths and gaps in their skills that may be required for current and future roles
  • Through the combination of TIP and NLP modeling, participants were able to understand what enables someone to perform strongly in any given competence
  • With this knowledge, participants could question whether they shared the same drivers as those who performed strongly and if they did, how to apply them successfully

Intercultural Interaction: A Multidisciplinary Approach to Intercultural Communication

This is an extract from the book Intercultural Interaction: A Multidisciplinary Approach to Intercultural Communication by Helen Spencer-Oatey and Peter Franklin, published 2009 by Palgrave Macmillan, a division of Macmillan Publishers Limited, reproduced with the permission of Palgrave Macmillan.

This extract looks at managing culture shock and stress and features WorldWork’s competency framework. We hope you find it interesting.

7.1.2 Managing Culture Shock and Stress

As we noted in Chapter 3, most frameworks that conceptualize ICIC identify a number of personal qualities that are helpful for managing culture shock and stress. Matsumoto and his colleagues (e.g., Matsumoto, Yoo and LeRoux 2007) have researched this empirically and propose, on the basis of their studies, that there are four key ingredients for the effective management of cultural stress and the promotion of personal growth. These are: emotion regulation, openness, flexibility and critical thinking. They argue that emotion regulation functions as a gatekeeper, because people have difficulty engaging in critical thinking and assimilating new cognitive schemas to aid adjustment unless they have first been able to control their emotions. The WorldWork framework (see Concept 3.7), in common with the Cross Cultural Adaptability Inventory, includes emotional strength as one of its foci. The WorldWork framework identifies three different elements: resilience, coping and spirit of adventure (See Concept 7.3). Resilience seems to correspond closely to Matsumoto and colleagues’ concept of emotion regulation. In the related competency of personal autonomy the WorldWork framework identifies inner purpose as a quality, which contributes to the management of culture shock and stress.

A number of researchers have explored the range of strategies that people use to cope with stress and thus put the quality of resilience into practice. Carver and his colleagues (1989) have identified 15 such strategies (Concept 7.4) and these have been used in a few cross-cultural studies.

Typically, self-ratings of these items are correlated with self-ratings of measures of psychological well-being. These have yielded mixed findings as to which strategies are associated with psychological well-being, and Cross (1995) has speculated that a possible reasons for this could be cross-cultural differences in the effectiveness of different coping strategies.

Experiential Examples 7.1 and 7.2 both point to the value of social support for handling stress, and Ward, Bochner and Furnham (2001) report some empirical evidence, which substantiates this. This raises an important question: who can provide the most effective social support – people from the ‘host’ culture, people from one’s own culture, or other ‘foreigners’ or ‘outsiders’?

The psychologist Stephen Bochner explored this issue by studying the friendship patterns of overseas students (e.g., Bochner, McLeod and Lin 1977). He found that people tend to belong to three distinct social networks, and that each of these serves important but different psychological functions. He found that overseas students prefer local students for help with language and academic difficulties, but prefer co-nationals for emotional support (Concept 7.5). Spencer-Oatey and Xiong (2006) report similar findings.

Despite the importance of social support from one’s own cultural group, a number of researchers (e.g., Ward and Kennedy 1993) have found that in the longer term a greater amount of interaction with host nationals is associated with fewer social difficulties, improved communicative competence and facilitates general adaptation to life overseas. Of course, interaction with the host cultural group is a two-way process that requires both parties to be both willing and interested in interacting. Some social settings make that more difficult than others, and this is an issue that we return to in Section 7.3.

Ward and Kennedy (2001) point out, though, that there has been surprisingly little research into the coping strategies that people acutally use to deal with the stressful changes associated with cross-cultural transition, and how effective they are. This is clearly a topic that would benefit from further research. 

Concept 7.3 Intercultural competencies associated with emotional strength
 Resilience

 

Ability to cope well with stress, uncertainty and anxiety and to bounce back after making mistakes.
Coping

 

Has well-developed methods for dealing with stress, builds local support networks and uses humour to relieve tensions.
Spirit of Adventure

 

Searches out and enjoys new experiences, even if they are unpredictable and outside the normal comfort zone.
Inner Purpose

 

Possesses an inner strength and well-defined personal values, self-reliance and determination that provides a clear sense of purpose and direction.
(based on WorldWork, n.d.)